Investigating School Psychologists' Perceptions of Treatment Integrity in School-Based Interventions for Children With Academic and Behavior Concerns

Abstract

In this study, the authors conducted a survey of nationally certified school psychologists (NCSPs) in Ohio via the Internet. They collected information regarding the beliefs of the NCSPs about the importance of measuring treatment integrity in school-based interventions for children with academic and behavior concerns. The authors collected the data on the extent to which treatment integrity was measured. The authors collected data from school psychologists on the extent to which treatment integrity was measured and the methods employed when developing interventions via one-to-one and group and team consultation. Results of the study showed that the participants agreed emphatically that it was important to measure treatment integrity. However, only 10.7% reported that they always measured it in one-to-one consultation and only 3.6% reported that they always measured it in group or team consultation. The authors discussed the participants' views about the discrepancy between their beliefs and actual measurement of treatment integrity. They made recommendations on how school administrators and support staff can increase the measure of treatment integrity in school-based interventions.